Introduction

Elder Hans B. Ringger of the Seventy testified: “The foundation and guiding light for all our decisions is the gospel of Jesus Christ and His message to the world. The teachings of Christ must be embedded in our desire to choose the right and in our wish to find happiness. His righteous life must be reflected in our own actions” (in Conference Report, Apr. 1990, 31; or Ensign, May 1990, 25).

In Luke 10–13 the Lord taught people that their lives should reflect righteousness. He helped them see how important it was that their hearts be clean, their motives pure, and their service sincere. The Lord summarized this doctrine in these famous words: “Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy strength, and with all thy mind; and thy neighbour as thyself” (Luke 10:27).

Prayerfully study Luke 10–13 and consider the following principles before preparing your lessons.

Some Important Gospel Principles to Look For

If we reject the gospel message or the Lord’s servants, we will incur God’s judgment (see Luke 10:8–16; see also D&C 84:74).

As our blessings increase, our righteousness should also increase. Our condemnation will be great if we turn away from God after receiving His blessings (see Luke 12:15–21, 42–48; see also D&C 82:3–10).

We are commanded to love and serve those in need, regardless of their race, religion, tribe, or social class (see Luke 10:25–37).

We should take advantage of important spiritual opportunities and not be distracted by things of lesser value (see Luke 10:38–42; see also D&C 66:10).

Suggestions for Teaching

(40–45 minutes)

Do one of the following to set up a discussion of the daily opportunities to serve others:

Ask students to tell about the last time they noticed someone in need of service and what they did to help.

Invite students to share how others have served them recently.

Create a situation to give students the opportunity to serve someone. Observe what happens, and discuss the results as a class. (For example, have a student drop his or her books and papers on the ground and try to pick them up.)

Ask:

How often do you see someone in need of service?

How do you feel when you see others in need?

How do you decide when to help others?

Invite students to share an example of a time when someone went out of his or her way to help them. Ask: How did this make you feel?

Have students read Luke 10:1–9looking for the service the seventy rendered. Ask:

Why do you think service is such an important principle of the gospel?

The Savior identified whom we should serve when He gave the parable of the good Samaritan. Read Luke 10:30–33, and then share the following comments by President N. Eldon Tanner, who was a member of the First Presidency:

“Let us examine what really took place here.

“First, the Samaritan ‘had compassion.’ He had the urge to help, for he felt sympathetic to the wounded man’s problem. This kindly affection is brought forth in the heart of anyone who has been touched by the Spirit of the Lord. These empathetic feelings should be felt by each of us toward one another. Indeed, the Savior said that covenant Israel should be known and distinguished by the love they show one for the other. (See John 13:35.)”

Read Luke 10:34, and then continue with President Tanner’s commentary, pausing as desired to discuss the students’ insights and feelings:

“Second, the Samaritan ‘went to him.’ He did not wait to be approached by the one in need, but rather perceived the need and stepped forth without being asked to do so. In that great hymn ‘A Poor Wayfaring Man of Grief’ (Hymns, no. 153), so loved by the Prophet Joseph, we sense that the high reward promised by the Savior came not just because acts of kindness were performed, but also because they were done spontaneously, consistently, and selflessly.

“Third, the Samaritan ‘bound up his wounds, pouring in oil and wine.’ He provided medical attention and refreshed the sufferer’s thirst. This immediate relief may well have saved the man’s life.

“Fourth, the Samaritan ‘set him on his own beast’—that is, he provided transportation and ‘brought him to an inn,’ a place of rest and care. By providing this appropriate accommodation he ensured the proper conditions for healing to take place.

“Fifth, the Samaritan ‘took care of him.’ Notice that during the critical stages of healing, the Samaritan did not turn the care of the wounded man over to others, but sacrificed of his own time and energy to perform this healing service himself. In a time when it is so easy to leave things to someone else, it is important to have so powerful an example as this good Samaritan.”

“Sixth, the Samaritan ‘on the morrow … took out two pence, and gave them to the host.’ He took of his own money, not someone else’s, and paid for the services he could not render himself. He thus consecrated of his means for the care of the poor and the needy.

“Seventh, the Samaritan, needing to continue earning his own living, told the innkeeper to ‘take care of him.’ In this way he enlisted others … to help and to continue the care.

“Eighth, the Samaritan then promised that ‘whatsoever thou spendest more, when I come again, I will repay thee.’ Here the ultimate in compassion is shown! He puts no limit on the extent to which he will help. And, perhaps even more significant, he does not drop it there and forget it, but commits himself to return and ensure that all that could be done has been done” (in Conference Report, Oct. 1977, 119–20; or Ensign,Nov. 1977, 91–92).

Discuss with students what they could do to be “good Samaritans.” Read the following statement from Bishop H. David Burton, Presiding Bishop of the Church:

“Good Samaritanism is contagious. Providing in the Lord’s way humbles the rich, exalts the poor, and sanctifies both (see D&C 104:15–18). The giver helps those in need by sharing what he has received. … As the receiver rises to his full potential, he then is able to reach out to help others.

“Good Samaritanism starts in the home as parents teach children by example and precept. … May we be generous with our time and liberal in our contributions for the care of those who suffer. May we commit to the principles of Good Samaritanism and be ever mindful of the need to ‘go, and do thou likewise.’” (in Conference Report, Apr. 1997, 106, 108; or Ensign, May 1997, 76).

Luke 10:38–42. We should take advantage of important spiritual opportunities and not allow ourselves to be distracted by things of lesser value.

(10–15 minutes)

Ask students to imagine the Savior coming to their home for a short visit.

How would you prepare for Him?

What would you most like to do or say during His visit?

What would you most want to change before He arrived?

Ask students to read Luke 10:38–42 and compare what Martha and Mary did.

What was “that good part” that Mary chose?

What can we learn from what Jesus said to Martha?

Read the following statement by Elder Dallin H. Oaks and testify of its truthfulness:

“This scripture reminds every Martha, male and female, that we should not be so occupied with what is routine and temporal that we fail to cherish those opportunities that are unique and spiritual” (in Conference Report, Oct. 1985, 76; or Ensign, Nov. 1985, 61).

Read the following from Elder James E. Talmage:

“There was no reproof of Martha’s desire to provide well; nor any sanction of possible neglect on Mary’s part. We must suppose that Mary had been a willing helper before the Master’s arrival; but now that He had come, she chose to remain with Him. Had she been culpably neglectful of her duty, Jesus would not have commended her course. He desired not well-served meals and material comforts only, but the company of the sisters, and above all their receptive attention to what He had to say. He had more to give them than they could possibly provide for Him. Jesus loved the two sisters and their brother as well. Both these women were devoted to Jesus, and each expressed herself in her own way. Martha was of a practical turn, concerned in material service; she was by nature hospitable and self-denying. Mary, contemplative and more spiritually inclined, showed her devotion through the service of companionship and appreciation” (Jesus the Christ, 433).

Encourage students to live in such a way that the Savior’s Spirit can be with them daily, and to find time each day for prayer, scripture study, and quiet pondering.

Why is praying to be delivered from temptation vital in the society in which we live?

Are there any other elements of prayer you have been taught that are not recorded in these verses?

Ask students to silently read the parables in Luke 11:5–13 (paying attention to the Joseph Smith Translation changes in the footnotes). When they finish, ask them to write down the most important thing they learned as well as one question they have about prayer. Have them hand in what they wrote. Read some of their responses, and answer any of their questions you feel need a response. Encourage students to look to the Lord for answers about how to keep their prayers appropriate and how to make them more meaningful. Share the following from Elder L. Edward Brown, a member of the Seventy:

“My beloved brothers and sisters and friends, I bear earnest and solemn witness to you that the Lord does communicate with us as individuals. Never, never fall victim to the heinous thought that He does not care for you, that He does not know you. That is a satanic lie, one designed to destroy you” (in Conference Report, Apr. 1997, 109; or Ensign, May 1997, 78).

(20–25 minutes)

Bring two beautifully wrapped boxes to class. Put something clean and beautiful inside one of the boxes (like a fresh flower) and something filthy in the other (like rotten food). Invite a student to choose one of the gifts, and give the other to another student. After they open the gifts, ask:

Which is more important, the outside or what is inside?

What was deceptive about the filthy gift?

How are some people like this?

Read Luke 12:1. What word in this verse best describes the filthy gift? (Hypocrisy.)

What is the definition of “hypocrite”? (see Bible Dictionary, (“hypocrite,” pp. 705–6).

How is a hypocrite different from a person who tries to do right but makes mistakes because of weaknesses?

Give each of your students a slip of paper containing one of the following three scripture references (leave off the accompanying interpretation):

Invite the students to read their assigned verses, consider what they mean, and discuss what they teach about hypocrisy. Write the three interpretations on the board, and have students match their verses with the correct interpretation.

(15–20 minutes)

Read the following statements or give them to the students as a handout. Discuss as a class why these four standards are required for discipleship.

Some Characteristics of True Discipleship

The Savior’s teachings in Luke 12 can be categorized into things we must do and things we must avoid doing to become true disciples of Jesus Christ. The following are some characteristics of true discipleship:

Place faith in God rather than man (see Luke 12:4–9). The powers of man are limited, while God has all power. We should therefore have faith in the watchful care of our Heavenly Father, because He sees all things (see v. 7).

Do not covet the treasures of the earth (see Luke 12:13–34). Jesus taught that disciples should avoid covetousness. The parable in verses 16–20 illustrates this point. Elder James E. Talmage said of the rich man in this parable:

“His plans for the proper care of his fruits and goods were not of themselves evil, though he might have considered better ways of distributing his surplus, as for the relief of the needy. His sin was two-fold; first, he regarded his great store chiefly as the means of securing personal ease and sensuous indulgence; secondly, in his material prosperity he failed to acknowledge God, and even counted the years as his own. In the hour of his selfish jubilation he was smitten” (Jesus the Christ, 439).